Currere, Psychic Speech and Teacher Education

  • Wanying Wang The University of British Columbia
Keywords: Currere, Psychic Speech, Archetypal


Informed by Doll (2017)’s work and the idea of Jungian psychologists, using the method of currere and co-mingling my past experiences and current thought, I illustrate my exploration of reading “psychic speech”, including my students and myself.The method of currere allows me to  retell my teaching story, my teaching experience with my students, manifesting the previously unnoticed, the invisible aspect of my teaching experience, something unconscious of at both the personal and collective level, during which I have come to realize the psychic condition of my students, the archetypal nature of teacher student relationship, and the collective shadow burdening me and my students – the psychic speech of myself and my student – thereby myself engaging in self reconstruction and transformation in recurring cycles as a teacher. Reading psychic speech makes possible the fresh, startling, poetic, reframed vision and understanding of teaching, and opens for renewal of teaching practice.



Bullough, R., Jr. 1991. Exploring personal teaching metaphors in preservice teacher
education. Journal of Teacher Education, 42(1), 43-51.
Brooke, R. (2015). Jung and Phenomenology. London: Routledge.
Burnett, I. (2014). The violence of innocence: a critical archetypal inquiry into the American
psyche. Unpublished dissertation.
Campbell, J. (1949). The hero with a thousand faces. Princeton, NJ: Princeton University
Casemore, B. (2019). Following the Thread of Life in Mary Aswell Doll’s The
Mythopoetics of Currere. Journal of the American Association for the Advancement of
Curriculum Studies 13 (2), 1-14.
Cheng, K. (2013). Preface. The Yuanpei Program in Peking University-A case study of
Curriculum Innovation. Heidelberg: Springer.
Doll, M. (2017). The Mythopoetics of Currere: Memories, Dreams, and Literary Texts as
Teaching Avenues to Self-Study. Routledge: New York.
Hillman, J. (1975). Revisioning psychology. San Francisco, CA: HarperPerennial.
Jung, C. (1953). Two essays on analytical psychology: Collected works, vol. 7. R. F. C.
Hull, trans. Bollingen Series XX. Princeton, NJ: Princeton University Press.
Jung, C. (1954). The development of personality: Collected works, vol. 17. R. F. C. Hull,
trans. Bollingen Series XX. Princeton, NJ: Princeton University Press.
Jung, C. (2014). Archetype and collective unconscious. (R. F. C.Hull, Trans.). In H. Read
et al. (Eds.), The collected works of C. G. Jung: Complete digital edition (Vol. 9).
Princeton, NJ: Princeton University Press.
Kroll, P. (1996). “Body Gods and Inner Vision: The Scripture of the Yellow Court. In
Religions of China in Practice, edited by Donald S. Lopez Jr., 149-55. Princeton:
Princeton University Press.
Mayes, C. (2005). Ten Pillars of a Jungian Approach to Education. ENCOUNTER: Education
for Meaning and Social Justice, 18(2), 30-41.
Nakamura, H. (1964). Ways of Thinking of Eastern Peoples: India, China, Tibet, Japan.
Hawaii: University of Hawaii Press
Odajnyk, V. (1976). Jung and politics: The political and social ideas of C. G. Jung. New
York: Harper & Row. S
Pinar, W. (2004). What is curriculum theory? New York: Routledge
Schipper, K. (1993). Taoist Body. California University Press.
Semetsky, I & Delpech-ramey, J. (2012). Jung's Psychology and Deleuze's Philosophy: The
unconscious in learning, Educational Philosophy and Theory, 44:1, 69-81, DOI:
Stone, L. (2007). A Review of Hongyu Wang, The Call from the Stranger on a Journey
Home: Curriculum in a Third Space: Wang’s self-seeking subject in search of a third
space Studies of Philosophy of Education. 26, 377–387. DOI 10.1007/s11217-007-
Silverman, H., & Welton, D. (Eds.). (1988). Postmodernism and continental
philosophy. Albany: State University of New York Press.
Stein, M. (2006). Principle of individuation: Toward the development of human
consciousness. Asheville: Chiron Publications
Wang, W. (2013). The Yuanpei Program in Peking University-A case study of curriculum
Innovation. Heidelberg: Springer.